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AP French Syllabus2011-2012
Course OverviewThe AP French Language Course is comparable to an advanced third year college level French Language course and, therefore, is conducted almost exclusively in French. Reading, writing, listening, speaking, and culture are all emphasized through various themes of study as outlined in the course planner. Students are expected to take the AP French Language and Culture Exam upon completion of the course. [CR1]
Primary textbooks:
Bien vu, bien dit: Intermediate French, Williams, A., Grace, C., Roche, C., McGraw-Hill, 2008
AP French Preparing for the Language and Culture Examination, R Ladd, Pearson, 2012
Supplementary texts:
Allons au-delà!( R Ladd) ISBN – 9780133179538
Imaginez: Le français sans frontières, 2nd Edition, Cherie Mitschke, Southwestern University, Vista Higher Learning, 2012 Trésors du temps, Niveau avancé, Lenard, Y., Glencoe/McGraw-Hill, 1997
Une fois pour toutes: Une revision des structures essentielles de la langue française, Deuxième Édition, Sturges, H., Nielsen, L. C. & Herbst, H. L. , Pearson Education, Inc., 1992 Réseau: Communication, Intégration, Intersections, JM Schutz, MP Tranvouez, Pearson, 2010
Le petit Nicolas , Sempé/ Goscinny
Other sources and materials: Le journal : France-Amérique. Authentic current sample articles L’Express: Authentic current sample articles on Environment, technology TV5 monde: Sept jours sur la planète, mot du jour, vidéos,podcasts Aux bons souvenirs (youtube.com), Authentic Martinique videos Authentic Music CD’s/MP3’s, of artists such as: Pascal Obispo, Patricia Kaas, Francis Cabrel,
Cœur de Pirate, Zaho, Mc Solaar to name a fewFilms: Molière, Madame Bovary, Inch'Allah Dimanche, Ressources Humaines, Au revoir les enfants, Cyrano de Bergerac, La Belle et la Bête, Aladdin, Le Roi Lion, Les choristes, Chocolat, Le Roi Soleil, Mon meilleur ami, Bienvenue chez les Ch'tis, Le diner de cons, la grande seduction, etc… to name a few!!!
Additional Resources
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Mrs. Bejarano PeggyPerry High School1919 E. Queen Creek RdGilbert, AZ 85297(480) 224-2800 Ext. [email protected]
• 501 French Verbs Christopher Kendris Barron’s 1996
Professional• www.frenchteachers.org (AATF)• http://www.lehman.edu/deanhum/langlit/french/ • http://www.utm.edu/departments/french/french.html#books
French television channels (providing authentic listening comprehension opportunities)• www.france2.fr • www.france3.fr • www.tv5.org
French magazines and newspapers (providing authentic reading and listening comprehension opportunities)• www.tes.co.uk• www.Rfi.fr• http://www.parismatch.com/sommaire/index.php • www.lemonde.fr • http://www.lefigaro.fr/ • http://www.lesoir.be/ • www.bparis.com (some articles in English – provide cultural perspectives)• http://www.coh.arizona.edu/french/uoa/magazine.html (references to many French magazines and newspapers)• www.coolfrenchcomics.com • http://www.voila.fr/ • http://www.liberation.fr/
Realia (department stores, travel, weather information, etc.)• http://www.alapage.com/ • http://www.paroles.net/ (songs)• www.franceway.com • http://www.virtualtourist.com/travel/Europe/France/TravelGuide-France.html • http://www.orange.fr/bin/frame.cgi?u=http%3A//pp.auto.search.ke.voila.fr/
French language (grammar, etc.)• www.verbix.com • http://french.about.com/od/inttest/Intermediate_French_Tests_French_Tests_forIntermediates.htm • http://french.about.com/library/pronunciation/bl-pronunciation.htm • http://www.goethe-verlag.com/tests/EF/EF.HTM • http://french.about.com/library/verb/bl-verbconjugator.htm • http://globegate.utm.edu/french/globegate_mirror/gramm.html • http://www.swarthmore.edu/Humanities/gmoskos1/index1b.html • http://laits.utexas.edu/tex/gr/overview.html • http://www.lepointdufle.net/ • www.bonjourdefrance.com • www.radio-canada.ca
• www.poesie.webnet.fr • www.tsr.ch • www.rfo.fr • www.rtici.tv • www.tv5.org • www.french.about.com • www.alapage.com • www.youtube.com • www.parismatch.com • www.franceamérique.com • www.lepointdufle.net • www.momes.net • Aux bons souvenirs (youtube.com)• http://www.parispages.com/headlines/ • http://www.frenchteachers.org/bulletin/articles/technology/returnpodcast.pdf • http://www.frenchteachers.org/technology/index.html • http://www.youtube.com/watch?v=3V65XnwjHIc
Teaching Strategies
Every effort is being made to conduct the class exclusively in French. Students are asked to keep a list of new acquired vocabulary for weekly quizzes on thematic topics. All skills, listening, oral, writing and reading are spread out during a typical week. Students are encouraged to seek additional resources that will enhance all skills. All speaking and writing assignments will be graded according to the AP rubric
Daily/ Weekly Activities• Students are exposed to French music every day as they enter the classroom. This serves as a
sponge exercise. Using Paroles.net, lyrics are then introduced in order to enhance reading comprehension.
• Students read articles from various newspapers or magazines and answer comprehension questions including oral, multiple choice, and open-ended. Students may also write formal and informal essays on topics relating to the themes of the articles. [CR4b]
• Students synthesize and analyze information taken from videos, songs, and other audio resources. [CR4a]
• Students practice speaking in pairs about daily life. [CR9] & [CR3a]• Students take turns presenting (briefly) a current event.• Students are shown several movies on Fridays only for about 25 mins, in order to have them
exposed to different French accents and dialects. This helps in developing a French ear.
Assessment• Written and spoken homework assignments• Journal [CR3b]• In and out of class compositions [CR5b]
• Oral presentations [CR5a]• Verb quizzes• Grammar quizzes• Participation• Projects [CR5a & b]• AP Exam practice exercises
Listening comprehensionStudents are exposed to movies without subtitles in order to enhance their skills. Music videos, CD’s and teacher recorded news segments, documentaries, game shows from TV 5, france24, are used in the classroom in order to enhance discussions. Dictées will also be included on a weekly basis.
Reading comprehensionReading is a daily activity in the French classroom. Students read short stories based on each theme mentioned above. Students are also encouraged to read newspaper articles from France-Amérique as well as articles on the internet on various current events
Writing skillsStudents in the AP French language class write full length compositions with a time limit of 40 minutes every other Thursday. Errors are always coded ( ie. Inf (infinitive) , PC ( Passé composé), Fém (féminin) etc…and it is the responsibility of the student to correct their errors. Strong emphasis is given on spelling mistakes. All compositions with have transitional words (ie. Puis, ensuite,enfin…) in order to enhance the flow of the composition. Students will re-write the compositions in class after correcting their errors. Students will be graded on the new AP rubric .Students will have no use of dictionnaries or other notes. Students will practice E-mail writing, as it is described in the AP French and Culture book (Ladd 2012).
Speaking skillsThe AP French language course will include partner activities, group activities. Students will do video projects, discuss movies and will develop and perform Interpretive Communication skills related to the 6 thematic topics in class. Students are also encouraged to sing songs, learn and recite fables from French 1 to AP to develop the French ear. Oral grades are determined using the new AP rubric. Post AP Project: Our school finishes at least 10-14 days after the AP French and culture test. The students will be required to design in French a virtual trip for 15 days in a Francophone country of their choice. They will include the following items: Flight, hotels, daily itinerary, restaurants, places visited (at least 3 different cities), and keep a journal in French of their adventure. The project will be presented orally, as well as in written form.
COURSE PLANNER BASED ON THEMATIC UNITS
Les défis mondiaux – Global Challenges Sub Themes: Economic Issues; Environmental Issues; Health Issues; Human Rights; Peace and War; Diversity
Learning Objectives [CR6a]
• Students will analyze the differences between American and French governmental systems and the impacts they have on society.
• Students will discuss current events in various francophone cultures.• Students will study current environmental challenges and explore possible solutions. [CR9]
Activities include, but are not limited to:
Vocabulaire – Vocabulary La nature – Nature ▪
Les animaux – ▪ Animals Les phénomènes naturels – ▪ Natural Phenomena Se servir de la nature ou la détruire – To use or to destroy nature▪
Les lois et les droits – ▪ Laws and Rights La politique – ▪ Politics Les gens – People ▪
La sécurité et le danger – ▪ Security and Danger ▪ Vocabulary related to Immigration, cultural diversity, and human rights. (Réseau Ch 7,8)
Lecture – Reading [CR2] Article – ▪ Tout bouge autour de moi, Laferrière [CR2b] Article – ▪ Les Richesses du Pacifique [CR2b] Poème – ▪ Baobab, Tati-Loutard [CR2c] Article – ▪ Haïti soif de liberté [CR2b] Littérature – ▪ Chien maigre et chien gras, Juraver [CR2c] ▪ Article – Les Antilles: Alerte ! Les pirates ! [CR2b] Littérature – ▪ Le Marché de l’espoir, Sathoud [CR2c] Littérature – ▪ Un Papillon dans la Cité (G Pineau) From ▪ Allons au-delà !
a) Tahar Ben Jelloun: Le racisme expliqué à ma fille p.10 b) A. Rimbaud: Le dormeur du Val p.80
From ▪ Petit Nicolasa) Les Cowboys b) Djodjo
Compréhension oral– Listening [CR2]
Un clip vidéo – ▪ Le vélo en ville [CR2a] Un clip vidéo – ▪ L’Homme qui plantait des arbres [CR2a] Un clip vidéo –▪ Objectif Terre Un clip vidéo –▪ Des Forêts et des Hommes Un clip vidéo – ▪ Notre poison quotidienne (documentaire sur youtube.com) Chanson – ▪ Aux arbres citoyens (yannich Noah)
Practice from AP French Language and Culture book ( Ladd 2012):a) Interpretive Communication Print # 1,19,28,30b) Interpretive Communication Print/Audio # 1,5,15,19c) Interpretive Communication Audio #5,7, 14,21,29,33
d) Interpersonal Writing E-mail Reply # 2,10e) Presentational Writing Essay # 1,5f) Interpersonal Speaking Conversation # 10
Une table ronde – Interpersonal Speaking [CR3a] ▪ Students discuss prior knowledge of natural disasters in the U.S. and abroad; summarize
knowledge of Haïti earthquake of 2010 ▪ Students discuss the Maghreb immigration in France.
Exposé oral– Presentational Speaking [CR5a] ▪ Students research a natural disaster and present to the class
Écriture interpersonnel – Interpersonal Writing [CR3b] ▪ Students write blog postings reacting to three of the reading selections from this unit [CR4b]
Exposé Écrit– Presentational Writing [CR5b] ▪ Students write a persuasive essay on a social or political issue of their choosing
La science et la technologie – Science and Technology Sub Themes: Social Impact of Technology; Future Technologies; Discoveries and Inventions; The New Media
Learning Objectives [CR6b]• Students will describe how societies use technology and surrounding ethical issues.• Students will analyze the role of social media in society.• Students will discuss francophone contributions to scientific discoveries.
Activities include, but are not limited to:
Vocabulaire – Vocabulary La technologie – ▪ Technology Les inventions et la science – Inventions and Science▪
L’univers et l’astronomie – ▪ The Universe and Astronomy Les médias – Media ▪
Le cinéma et la télévision – Film and ▪ Television La presse – ▪ Print Media ▪ Vocabulary related to cultural opinion of the francophone world; Life in modern Europe (present and future).Réseau Ch 11, 12
Lecture – Reading [CR2] Article – ▪ Le clonage [CR2b] Article – ▪ Cern: À la découverte d’un univers particulier [CR2b] Article – ▪ Le grand réveil [CR2b]
Littérature – ▪ La télé et la mort, Duras [CR2c] Littérature – ▪ Solitude Numérique, Daeninckx [CR2c] ▪ Rêves de Grandeur (Marianne-en-ligne.fr) ▪ Congrès de la Paix à Paris 1849 (V Hugo). F▪ rom Allons au-delà !
a) A. Robida: La fin des livres p. 112 From ▪ Le Petit Nicolas
a) Le Bouillon b) L'inspecteur
Practice from AP French Language and Culture book ( Ladd 2012):a) Interpretive Communication Print # 4,23,29b) Interpretive Communication Print/Audio # 3,7,10,11,13c) Interpretive Communication Audio # 4,9,12,22,23,25d) Interpersonal Writing E-mail Reply # 4,7e) Presentational Writing Essay # 6,7,8,9f) Interpersonal Speaking Conversation # 3
Compréhension oral– Listening [CR2] Un clip vidéo – ▪ Le robot à la français [CR2a] Un clip vidéo – ▪ Les Jeunes Magasins [CR2a] Un clip vidéo – ▪ Un OVNI dans l’information numérique [CR2a] Un clip vidéo – ▪ Dépendance [CR2a]
Une table ronde – Interpersonal Speaking [CR3a] ▪ Students discuss different media sources and how they gather knowledge about current events ▪ Students discuss modern technology and its effects on society
Exposé oral– Presentational Speaking [CR5a] Students create a news report and present to the class on an innovative technology or scientific▪
issue created in a francophone country
Écriture interpersonnel – Interpersonal Writing [CR3b] ▪ Students write a journal entry about an ethical question of their choice
Exposé écrit– Presentational Writing [CR5b] Students write an essay about a current technology that they imagine will be obsolete some ▪
day and explain why
La vie contemporaine – Contemporary Life Sub Themes: Education, Leisure & Sports, Holidays & Celebrations, Housing & Shelter, Professions, Travel
Learning Objectives [CR6c]
• Students will describe and discuss their personal life (education, sports, etc.) and their future ambitions (travel, profession).
• Students will compare and contrast the role of holidays and celebrations in their society and others.
• Students will examine the differences between educational systems in their own culture and others.
Activities include, but are not limited to:
Vocabulaire – Vocabulary Le sport – Sports ▪
Le temps libre – ▪ Leisure time L’éducation et l’enseignement – Education and ▪ Pedagogy Le monde du travail – The ▪ working world Les finances – Finances ▪
Les lieux – Places▪
Les indications – Directions▪
Les fêtes – ▪ Holidays Les voyages – ▪ Travel ▪ Vocabulary related to Professional life and man/woman relations; Daily life in urban and rural settings; Socio-economic differences: Réseau Ch 2,3,5
Lecture – Reading [CR2]
Articles divers – La francophonie [CR2b], [CR7], [CR8]*▪
Littérature –▪ Le Petit Nicolas: Le Football, Sempé-Goscinny [CR2c] Littérature –▪ Profession Libérale, Le Drian [CR2c] Article – Ce fameux bac▪ ! [CR2b] Article – Il a raté le bac [CR2b]▪
▪ Mon chef est une femme, Paris (Balzac) ▪ Une femme ( A Ernaux). ▪ From Allons au-delà !
a) A. Daudet: Le secret du Maître Cornille p. 184 b) B. Dadie: Le Pagne Noir p.198
From ▪ Le Petit Nicolasa) Rex b) On a bien rigolé c) Je fume
*Students read a variety of articles throughout the year. Each focuses on a different francophone country or region. Students read about products, notable people, customs, monuments, important historical events, etc. Students answer comprehension questions orally or in writing. Students study linguistic differences between these areas and France.
Practice from AP French Language and Culture book (Ladd 2012)a) Interpretive Communication Print # 2,6,11,12,13,15,16,21,27,33,40b) Interpretive Communication Print/Audio # 2,4,6,8,12,14,17,18,20c) Interpretive Communication Audio # 6,10,11,13,28,31d) Interpersonal Writing E-mail reply # 1,5,6,9
e) Presentational Writing Essay # 4f) Interpersonal Speaking Conversation # 1,2,4,5,6,7,9
Compréhension oral– Listening [CR2] Un clip vidéo – ▪ Le ballon prisonnier [CR2a] Un clip vidéo – ▪ Bonbon au poivre [CR2a] Un clip vidéo – ▪ Des conseils dans un marché concurrentiel [CR2a]
Une table ronde – Interpersonal Speaking [CR3a] ▪ Students tell a humorous anecdote from their childhood relating to sports, leisure time
activities, or a cultural misunderstanding ▪ Students compare and contrast the French bac to the Arizona Instrument to Measure Standards (AIMS) [CR7], [CR8]
▪ Group conversation: City life vs country life, Social differences in United States and Francophone countries.
Exposé oral– Presentational Speaking [CR5a] ▪ Students present a cultural practice of a francophone country or region
Écriture interpersonnel – Interpersonal Writing [CR3b] ▪ Students write a five day long journal of an imaginary trip that they took to a francophone
country/region; they explain a cultural practice or perspective that they learned about [CR7]
Exposé écrit– Presentational Writing [CR5b] Students write an essay exploring a profession of their choice▪
Students write an essay ▪ discussing their life preference between the city and the country
La quête de soi – Personal and Public Identities Sub Themes: Alienation & Assimilation; Beliefs & Values; Language & Identity; Multiculturalism
Learning Objectives [CR6d]• Students will discuss and analyze how language and culture influence cultural identity.• Students will examine stereotypes of various cultures and their impact on personal identity.• Students will interpret the relationship between identity and beliefs and values.
Activities include, but are not limited to:
Vocabulaire – Vocabulary Les problèmes et les solutions – ▪ Problems and Solutions Les changements – Changes ▪
La personnalité – ▪ Personality ▪ Vocabulary related to Professional life; Politics and Independence in a Francophone world: Réseau Ch 2,4
Lecture – Reading [CR2] Article – ▪ Un demi-siècle d’indépendance [CR2b] Article – ▪ Le Québec: La souveraineté du Québec [CR2b] Article – ▪ Djamila ou le dilemme de l’intégration [CR2b] Article – ▪ SOS Racisme [CR2b] Paroles du Chanson – ▪ Éthiopie Poème – ▪ Liberté, Éluard [CR2c]
▪ << Acadie, paradis ébréché.>> A Maillet ; le Deuxième sexe ( S De Beauvoir ) From ▪ Le Petit Nicolas
a) Je fréquente Agnan b) Le Petit Poucet From ▪ Allons au-delà !
a) G. Roy: Vincento p.224
Compréhension oral– Listening [CR2] ▪ Un clip vidéo – Bon Anniversaire ! [CR2a] Un clip vidéo – ▪ Samb et le commissaire [CR2a] Un clip vidéo – ▪ Qu’en pensent les jeunes Belges ? [CR2a]id Chanson▪ : Alors on danse
Practice from AP French Language and Culture book ( Ladd 2012)a) Interpretive Communication Print # 9,14,22,25,37,38,39b) Interpretive Communication Print/Audio # 9c) Interpretive Communication Audio # 20,27d) Interpersonal Writing E-mail Reply # 3,8e) Presentational Writing Essay # 3f) Interpersonal Speaking Conversation # 8
Une table ronde – Interpersonal Speaking [CR3a]▪Students discuss their linguistic and cultural heritage, socio-economic status, and their personal identities and how they imagine this will change over time ▪ Students conduct a work interview with a partner Group discussion of ▪ how to express personal political views and opinions.
Exposé oral– Presentational Speaking [CR5a] ▪ Students choose three items to put in a time capsule and say a short explanation why the
object was chosen and why it represents their generation
Écriture interpersonnel – Interpersonal Writing [CR3b] ▪ Students write a letter from the perspective of Walid, a character in the video Bon
anniversaire !, in which they express their feelings about the cultural “treason” on the part of Walid’s sister [CR7]
Exposé écrit– Presentational Writing [CR5b], [CR4b] ▪ Students read the article Djamila ou le dilemme de l’intégration and then compare and contrast
the Maghrebin immigration in France to that of Hispanics in the southwest U.S. [CR8]
La famille et la communauté – Families and Communities Sub Themes: Childhood & Adolescence; Customs & Ceremonies; Family Structures; Friendship & Love
Learning Objectives [CR6e]• Students will compare and contrast their own family structures with those of other cultures.• Students will describe different customs and ceremonies in their cultures and others. [CR7] &
[CR8]• Students will describe their own childhood and their ideas about raising a family.
Activities include, but are not limited to:
Vocabulaire – Vocabulary Les membres de la famille – Family relationships ▪
La vie familiale – Family life▪
Les relations – Personal relationships▪
▪ Vocabulary related to family setting and Politics and French identity. Réseau Chapter 1 and Chapter 4
Lecture – Reading [CR2] Article – ▪ Jour de mariage [CR2b] Poème – ▪ Père et mère, Diop [CR2c] Littérature – ▪ Le pont Mirabeau, Apollinaire [CR2c] Littérature – ▪ La couverture, fable du Moyen Âge [CR2c] ▪ Deuxième conte pour enfants de moins de trois ans. E. Ionesco ▪ Français Américains: Ces différences qui nous rapprochent From ▪ Le Petit Nicolas
a) Je suis malade b) Je quitte la maison ▪ From Allons au-delà !
a) Azouz Begag: Le Gone de Chaâba p. 298 b) René Goscinny: On a eu l'inspecteur p. 304
Compréhension oral– Listening [CR2] Un clip vidéo – ▪ Générations en construction [CR2a] Un clip vidéo – ▪ De l’autre côté [CR2a] Chanson – ▪ La corrida, Cabrel [CR2a] Chanson – ▪ Je serai là, Moïse [CR2a] Un clip vidéo – ▪ J’attendrai le suivant…[CR4]
Practice from AP French Language and Culture book ( Ladd 2012)a) Interpretive Communication Print # 5,17,18,20,34b) Interpretive Communication Audio # 2,15,30
Une table ronde – Interpersonal Speaking [CR3a] ▪ Students discuss the Algerian wedding in the reading selection, Jour de mariage and compare
it to an American (or other familiar culture) wedding [CR7], [CR8] ▪ Students introduce their family using personal pictures and/or video
Exposé oral– Presentational Speaking [CR5a]
▪ Students choose a scene from the fable La couverture and play the scene for the class
Écriture interpersonnel – Interpersonal Writing [CR3b] ▪ Students listen to the song Je serai là and then write a letter to their future child/children
explaining what they will do for them
Exposé écrit– Presentational Writing [CR5b], [CR4a] ▪ Students watch the film Les Choristes and then write a letter in support of or condemning the school’s director to its benefactors
L’esthétique - Beauty and Aesthetics Sub Themes: Architecture; Ideals of Beauty; Literature; Music; Performing & Visual Arts
Learning Objectives [CR6f]• Students will examine the role of art, music, and literature in society.• Students will study various well-known francophone authors, musicians, artists, actors, etc.• Students will compare and contrast the different ideals of beauty in their own culture and others.
Activities include, but are not limited to:
Vocabulaire – Vocabulary L’architecture – ▪ Architecture Le cinéma et le théâtre – Films and ▪ theater Musique – Music ▪
Les arts visuels – Visual arts▪
Littérature – ▪ Literature ▪ Vocabulary related to the symbols of France; World of Architecture, Painting, Sculpture, and Cinéma: Réseau Ch 6,9,10
Lecture – Reading [CR2] Galerie de créateurs [CR2b]*▪
Article – ▪ En Haïti, l’art, c’est la vie [CR2b] Article – ▪ Vive la musique ! [CR2b] Article – ▪ Le monde des arts [CR2b] Article – ▪ Guy Laliberté [CR2b] Artic▪ le – L’importance du « Look » [CR2b] ▪ Éloge du maquillage (Baudelaire), poem Parfum Exotique
▪ Monsieur Ibrahim et les fleurs du Coran. ▪ From Le Petit Nicolas
a) Un souvenir ... b) Un chouette bouquet C) Louisette From ▪ Allons au-delà ! a) P. Verlaine: Il pleure dans mon coeur p. 363 b) J. Prévert: Pour faire le portrait d'un oiseau p. 380
*The Galerie de créateurs readings are included throughout the student textbook and provide information on various well-known francophone authors, musicians, artists, actors, etc. Students read and answer comprehension questions orally or in writing. Compréhension oral– Listening [CR2]
Chanson – ▪ Pour que tu m’aimes encore, Dion [CR2a] Un clip vidéo – ▪ Émilie Muller [CR2a]
Practice from AP French Language and Culture book ( Ladd 2012)a) Interpretive Communication Print # 3,7,8,10,24,26,31,32,35,36b) Interpretive Communication Print/Audio # 16c) Interpretive Communication Audio # 1,3,8, 16,17,18,19,24,26,32d) Presentational Writing Essay # 2
Une table ronde – Interpersonal Speaking [CR3a] ▪ Students discuss the themes and the styles of the paintings in the article, En Haïti, l’art, c’est la
vie [CR7] Students will simulate ▪ shopping in France and asking for directions Students will pretend ▪ to invite someone on a date or to the movies
Exposé oral– Presentational Speaking [CR5a]
▪ Students research “une époque” that they will then present to the class as if they are a travel agent. They will need to present art, literature, music, etc. from this time period.
Écriture interpersonnel – Interpersonal Writing [CR3b] ▪ Students write a blog posting reacting to information presented in the article, Guy Laliberté
Exposé écrit– Presentational Writing [CR5b], [CR4b], [CR4a] ▪ Students choose one of the singers from the article Vive la musique !, listen to, or read the
lyrics from one of their greatest hits and write an essay about the style and theme of the song [CR7]
Students will▪ write a descriptive critique of a work of art Students will ▪ write a narrative summary of a movie.
